The Management of English Learning Assessment at High Schools in Tien Giang province, Vietnam: An Approach of the PDCA Cycle
Abstract
This paper investigates the management of students’ English learning assessment at high schools through the PDCA (Plan, Do, Check, Act) cycle. The sampling for the study includes 418 educators and 1829 students randomly taken from 10 out of 38 high schools in Tien Giang province, Vietnam. The study also exploites mixed methods to collect quantitative data through questionnaires and qualitative ones through in-depth interviews on ten school leaders and teachers. The results reveal that Cronbach’s alpha of items was greater than 0.7. Remarkably, a majority of participants expressed their positive attitudes on employing the PDCA cycle in three stages of managing English learning assessment. The findings indicate that the PDCA cycle can contribute to enhancing the effectiveness of managing English learning assessment through four steps of planning, doing, checking and acting in each stage. The study also suggests employing the PDCA cycle in managing the English learning assessment at high schools in Mekong Delta, Vietnam for the further research.
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